Anticipation A1. (Comprehension) Directions: Student's are to listen to the voicethread and respond with their answers. They should answer each of the questions and include questions if they have any to share. The answers will be approved by the teacher before they are put on the voicethread publicly. Assessment: I will assess the students on their answers to the questions. For instance, one question is "What do you think the story is about?" If the student answers it honestly and what they think the story will be about, they will receive credit. Many student's may have no idea what the story will truly be about and that is okay, as long as they pay attention to what is on the cover and have a guess at what could happen in the story. Standard: SL .1.1. (Comprehension and Collaboration) Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
A2.(Comprehension) Directions: This is a map of Italy. The region of Calabria is identified in the key, being green on the map. A town in Calabria is where the book Strega Nona takes place. Many students probably realized that when looking at the cover of the book that it did not look like modern times or where they are familiar with such as Wisconsin. The house, the woman's clothes, and the animals were different then what we see normally. This activity would help students anticipate what is to come by being more familiar with seeing a map and seeing where the story takes place. Assessment: I will informally assess the students on comments or questions they may have about Calabria and what they know of Italy or think they know. Standard: RL.1.3. Describe characters, settings, and major events in a story, using key details. RI.1.5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
A3. (Vocabulary) Directions: These flashcards are for students to get familiar with words that will be in the book, Strega Nona. There are 20 flashcards for the students to learn to help anticipate what is going to happen within the story. There is also the learning section after the student's have gone over the words, they can quiz themselves to make sure they comprehend what the word's meaning is. Each student will have their own set of flashcards and which will be able to keep them and learn the words. Before we started reading the book, we could work together to make sure we understand the meaning of the words. Assessment: Students would be assessed on how well they learn the vocabulary words. Students will practice and quiz each other on the vocabulary words and their meanings. Standard: RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Building Knowledge B1.(Comprehension) Directions: Students will be given a blank chart, same as below and will be asked to fill it in as they read the book Strega Nona. By doing this, they will remember key details such as the characters and the parts of the story. Assessment: Students will be assessed on how they fill in the chart. They are to fill in each box with key details such as the example below. They need what is below for the minimum credit. Standard: RL.1.3. Describe characters, settings, and major events in a story, using key details.
B2.(Phonics) Directions: Students are to listen to the voicethread. Once they listen to the voicethread, they are to reply to the questions and have them approved by the teacher. Students will work on soundings and how Strega Nona's song she sang to make more pasta had rhyming end words. Assessment: The students will be assessed on if they heard the rhyming words and repeated them, said any word(s) that rhymed with the words in the book with endings of up, ay, and ot. Standard: RF.1.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
B3.(Comprehension) Directions: Students will fill out a chart such as the one below as they read the story. This chart will help them remember details for the final activities without forgetting details. The chart below is an example. This chart connects Strega Nona with Anthony and what he did for her, which could have connected to the pasta pot which he had made cook by itself while she was gone. This chart can let students be creative and show what they think are important details in the story. Assessment: I will assess students on this activity by seeing what details they include and that it covers the majority of the story. They would need to include the key people and the main events such as Strega Nona's magic, her pasta pot and the pot over flowing throughout the town. Standard: RL.1.9. Compare and contrast the adventures and experiences of characters in stories. RL.1.1. Ask and answer questions about key details in a text.
Consolidating Activities C1. (Comprehension) Directions: Students will be given time to write and share what their favorite part of the book was. Students will write what their favorite part was in detail from the book and why they chose it. The students will also draw a picture with crayons, markers or colored pencils to depict the scene they liked best. Assessment: I will assess the students by reading or listening to them read their favorite part and look at the drawing as they describe details that relate to the written portion. Standard: RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events.
C2.(Comprehension) Directions: With this activity, I will show the class my book collection on shelfari. The class will take a look as I take briefly about the books I chose and why they go with Strega Nona. Many books are written by Tomie de Paola, while 1 or 2 are not. These books have a similar theme of Strega Nona, either with the magic pot or the characters. The students will hear briefly about the books and then they will choose two books to read divided up into groups of students with the same book. This activity will help the students compare the book they read originally to books that are similar in ways and different in others. Assessment: The students will read at least two books with other students in the class. They will be informally assessed on reading the books and their discussion as to why the book is similar or different from the original book of Strega Nona. Standard: R.L.1.10 Range of Reading and Level of Text Complexity with prompting and support, read prose and poetry of appropriate complexity for grade 1.
C3.(Comprehension) Directions: Before the students start reading Strega Nona, they will fill out the K W part of the KWL (Know, Want to know, and Learned) chart. As the students are reading, they can fill out the L column of the chart or fill it out at the end. They can use the anticipatory questions that were asked in the voicethread or any other things that they know about the book. They can also use the flashcards as hints of what is to happen in the story. Assessment: I would assess students on the amount they fill out of the chart and the correct sentences under the L column. They are to write 3 or more sentences under K, at least 3 under W, and enough to answer the questions they had under K and W for the L column. Standard: RL.1.3. Describe characters, settings, and major events in a story, using key details.
ABC Storybook
ED 401 Reading Strategies
Sarah Hundertmark
==
Strega Nona by Tomie dePaola
Anticipation
A1. (Comprehension)
Directions: Student's are to listen to the voicethread and respond with their answers. They should answer each of the questions and include questions if they have any to share. The answers will be approved by the teacher before they are put on the voicethread publicly.
Assessment: I will assess the students on their answers to the questions. For instance, one question is "What do you think the story is about?" If the student answers it honestly and what they think the story will be about, they will receive credit. Many student's may have no idea what the story will truly be about and that is okay, as long as they pay attention to what is on the cover and have a guess at what could happen in the story.
Standard: SL .1.1. (Comprehension and Collaboration) Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
A2.(Comprehension)
Directions: This is a map of Italy. The region of Calabria is identified in the key, being green on the map. A town in Calabria is where the book Strega Nona takes place. Many students probably realized that when looking at the cover of the book that it did not look like modern times or where they are familiar with such as Wisconsin. The house, the woman's clothes, and the animals were different then what we see normally. This activity would help students anticipate what is to come by being more familiar with seeing a map and seeing where the story takes place.
Assessment: I will informally assess the students on comments or questions they may have about Calabria and what they know of Italy or think they know.
Standard: RL.1.3. Describe characters, settings, and major events in a story, using key details.
RI.1.5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
A3. (Vocabulary)
Directions: These flashcards are for students to get familiar with words that will be in the book, Strega Nona. There are 20 flashcards for the students to learn to help anticipate what is going to happen within the story. There is also the learning section after the student's have gone over the words, they can quiz themselves to make sure they comprehend what the word's meaning is. Each student will have their own set of flashcards and which will be able to keep them and learn the words. Before we started reading the book, we could work together to make sure we understand the meaning of the words.
Assessment: Students would be assessed on how well they learn the vocabulary words. Students will practice and quiz each other on the vocabulary words and their meanings.
Standard: RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Building Knowledge
B1. (Comprehension)
Directions: Students will be given a blank chart, same as below and will be asked to fill it in as they read the book Strega Nona. By doing this, they will remember key details such as the characters and the parts of the story.
Assessment: Students will be assessed on how they fill in the chart. They are to fill in each box with key details such as the example below. They need what is below for the minimum credit.
Standard: RL.1.3. Describe characters, settings, and major events in a story, using key details.
B2.(Phonics)
Directions: Students are to listen to the voicethread. Once they listen to the voicethread, they are to reply to the questions and have them approved by the teacher. Students will work on soundings and how Strega Nona's song she sang to make more pasta had rhyming end words.
Assessment: The students will be assessed on if they heard the rhyming words and repeated them, said any word(s) that rhymed with the words in the book with endings of up, ay, and ot.
Standard: RF.1.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
B3.(Comprehension)
Directions: Students will fill out a chart such as the one below as they read the story. This chart will help them remember details for the final activities without forgetting details. The chart below is an example. This chart connects Strega Nona with Anthony and what he did for her, which could have connected to the pasta pot which he had made cook by itself while she was gone. This chart can let students be creative and show what they think are important details in the story.
Assessment: I will assess students on this activity by seeing what details they include and that it covers the majority of the story. They would need to include the key people and the main events such as Strega Nona's magic, her pasta pot and the pot over flowing throughout the town.
Standard: RL.1.9. Compare and contrast the adventures and experiences of characters in stories.
RL.1.1. Ask and answer questions about key details in a text.
Consolidating Activities
C1. (Comprehension)
Directions: Students will be given time to write and share what their favorite part of the book was. Students will write what their favorite part was in detail from the book and why they chose it. The students will also draw a picture with crayons, markers or colored pencils to depict the scene they liked best.
Assessment: I will assess the students by reading or listening to them read their favorite part and look at the drawing as they describe details that relate to the written portion.
Standard: RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events.
C2.(Comprehension)
Directions: With this activity, I will show the class my book collection on shelfari. The class will take a look as I take briefly about the books I chose and why they go with Strega Nona. Many books are written by Tomie de Paola, while 1 or 2 are not. These books have a similar theme of Strega Nona, either with the magic pot or the characters. The students will hear briefly about the books and then they will choose two books to read divided up into groups of students with the same book. This activity will help the students compare the book they read originally to books that are similar in ways and different in others.
Assessment: The students will read at least two books with other students in the class. They will be informally assessed on reading the books and their discussion as to why the book is similar or different from the original book of Strega Nona.
Standard: R.L.1.10 Range of Reading and Level of Text Complexity with prompting and support, read prose and poetry of appropriate complexity for grade 1.
C3. (Comprehension)
Directions: Before the students start reading Strega Nona, they will fill out the K W part of the KWL (Know, Want to know, and Learned) chart. As the students are reading, they can fill out the L column of the chart or fill it out at the end. They can use the anticipatory questions that were asked in the voicethread or any other things that they know about the book. They can also use the flashcards as hints of what is to happen in the story.
Assessment: I would assess students on the amount they fill out of the chart and the correct sentences under the L column. They are to write 3 or more sentences under K, at least 3 under W, and enough to answer the questions they had under K and W for the L column.
Standard: RL.1.3. Describe characters, settings, and major events in a story, using key details.